Biological Science Teachers, Postsecondary
Impact: Educational outcomes
Teach courses in biological sciences. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.
What do Biological Science Teachers, Postsecondary do?
What the work is really like
You teach undergraduates and sometimes graduate students about living systems, from molecular biology to ecology. Most of your week is spent preparing lectures, running lab sections, grading exams, and holding office hours where students ask questions that range from clarifying a concept to renegotiating a deadline. You also supervise research, guiding students through experimental design, troubleshooting failed protocols, and editing their write-ups until the argument holds together. The teaching load varies by institution: at a research university you might teach one or two courses per semester and spend the rest of your time running a lab, writing grant proposals, and publishing papers, while at a teaching college you could be responsible for four courses and spend far less time on original research. Either way, you work with people constantly. Students come to you confused, overwhelmed, or genuinely curious, and your job is to meet them where they are and move them forward.
The problems you solve are mostly instructional: how do you explain natural selection to a room of 200 first-years, half of whom have never taken biology? How do you design a lab that teaches pipetting technique without blowing the department budget? How do you assess whether a student actually understands enzyme kinetics or just memorised the graph? Research adds another layer. You write grants to fund your work, train students and postdocs to run experiments, analyse data, and then translate your findings into papers that pass peer review. The rhythm is slow. A grant you write this year might not be funded until next year, and the research it supports might not be published for two years after that.
Skills and strengths that matter
You need a solid foundation in biology, deep enough that you can explain it clearly and field questions that go sideways. Strong scientists are not always strong teachers, so the ability to break down complex material and rebuild it in a way that makes sense to someone seeing it for the first time matters more than people admit. Speaking in front of a group is a daily requirement, and it helps if you can read a room and adjust your pacing when you start losing people. Writing matters too: lecture notes, exams, research papers, grant applications, and recommendation letters all demand clarity and precision. You use analytical software for data analysis and sometimes for teaching simulations, but the technical bar is lower than in industry roles.
Learning strategies and instructional skill are the soft skills that carry the most weight. You design a course that builds logically, assess whether students are actually learning, and iterate when something is not working. Patience is non-negotiable. You will explain the same concept five different ways, and the student still might not get it until the sixth. Time management becomes critical when you are juggling teaching prep, grading, research deadlines, committee meetings, and student advising. The people who thrive here tend to be curious, comfortable with ambiguity, and genuinely interested in watching someone else figure something out.
Who tends to thrive here
This career fits people who want to teach and stay close to the science. You spend your time with students, not alone at a bench. If you need long stretches of uninterrupted focus or prefer working solo, the constant interruptions and social demands will drain you. The role suits those who value autonomy over structure: you set your own research agenda, design your own courses, and manage your own time, but you also shoulder the uncertainty that comes with grant funding and publication timelines. People who need clear metrics for success or fast feedback loops often find academic science frustrating because progress is slow and recognition is inconsistent.
The work appeals to those who care more about contributing to knowledge and shaping the next generation than about maximising income. You will earn less than your peers in industry. The tenure track is long and competitive. The people who stay tend to value intellectual freedom, the ability to ask questions that matter to them, and the rhythm of the academic calendar. If you need predictability or financial security early, or if you find teaching exhausting rather than energising, this is not the right fit.
How people get into the role and grow
You need a doctoral degree in biology or a closely related field, and most positions require or strongly prefer postdoctoral research experience. The typical route is undergraduate degree, PhD, one or two postdocs, then a tenure-track assistant professor position. Entry-level roles at community colleges sometimes accept a master's degree, but those positions focus almost entirely on teaching with little expectation of research. During your PhD and postdoc years, you build your publication record, develop a research focus, and gain teaching experience as a teaching assistant or adjunct instructor.
Your first faculty position is usually assistant professor, and you spend the next five to eight years working toward tenure. That means publishing regularly, securing grant funding, teaching your assigned courses, and serving on departmental committees. Tenure decisions hinge on your research output, teaching evaluations, and service contributions, and the weight given to each varies by institution. After tenure, you become an associate professor, and eventually a full professor if your research and teaching continue to meet standards. Some people move into administration as department chairs, deans, or program directors, though that shifts the work away from teaching and research toward budgets, hiring, and institutional politics. The job market remains competitive, postdocs last longer than they used to, and many PhDs leave academia for industry, government, or science communication roles after deciding the tenure track is not worth the trade-off. The field is expected to grow moderately over the next decade, but openings remain limited relative to the number of qualified candidates.
From people working as Biological Science Teachers, Postsecondary
The daily life of a postsecondary biological science teacher often involves a combination of lecturing, lab supervision, and research. It's about building curiosity in students while also contributing to scientific knowledge through ongoing studies. The challenge lies in balancing teaching demands with the pressures of publishing and securing grants, requiring strong time management and a passion for both education and discovery.
Drawn from American Society for Cell Biology (ASCB), Ecological Society of America (ESA), Nature, ResearchGate, r/Professors
Attribution: Composite
Composite · Synthesised from American Society for Cell Biology (ASCB), Ecological Society of America (ESA), Nature, ResearchGate
A day in the life of Biological Science Teachers, Postsecondary
- People interaction
- Extensive
- Team vs solo
- 85% Team / 15% Solo
- Client facing
- Sometimes
- Impact visibility
- Moderate
- Travel
- Minimal
- Schedule flexibility
- Flexible
- Remote work
- On-site Only
- Typical work hours
- 40-50
- Stress level
- Moderate
Biological Science Teachers, Postsecondary salary, education and outlook at a glance
- Median salary
- $143,980
- Entry-level
- $98,000
- Senior
- $194,500
- Growth by 2033
- +7.3%
- Demand
- Stable
- Freelance potential
- Moderate
- Salary growth potential
- 200%
- Typical student debt
- Very High
Skills you need as Biological Science Teachers, Postsecondary
Hard skills
- Biology
- Science
- Analytical or scientific software
Soft skills
- Learning Strategies
- Instructing
- Speaking
Technical complexity: Low
Tools Biological Science Teachers, Postsecondary use
Core tools
- Microscope (Hardware): To observe and analyze biological specimens at a magnified level for teaching and research.
- Laboratory Information Management System (LIMS) (Software): To manage and track laboratory samples, experiments, results, and data for efficiency and compliance.
- Scientific Journal Databases (Platform): To access peer-reviewed scientific literature and stay updated with the latest research findings.
Commonly used
- Presentation Software (Software): To create and deliver engaging lectures and presentations to students.
- Learning Management System (LMS) (Platform): To deliver course content, manage assignments, and facilitate online learning activities.
- Statistical Analysis Software (Software): To analyze quantitative data from experiments and research studies.
Specialist tools
- DNA Sequencer (Hardware): To determine the precise order of nucleotides within a DNA molecule for advanced genetic research.
How to become Biological Science Teachers, Postsecondary
- Minimum education
- Doctoral or Professional Degree
- Licensing
- No
- Years to mid-career
- 5-9
- Years to senior
- 15-25
- Career switching
- Moderate
Where Biological Science Teachers, Postsecondary come from
- Tutors: Many biological science teachers start their careers by tutoring students, gaining valuable teaching experience.
- Research Assistants: Individuals with strong research backgrounds often transition into teaching roles, bringing practical experience to the classroom.
- High School Biology Teachers: Experienced high school educators may pursue postsecondary teaching to engage with more advanced topics and research.
Where Biological Science Teachers, Postsecondary go next
- University Department Head: With extensive experience and leadership skills, a biological science teacher can advance to manage an academic department.
- Biomedical Researcher: Teachers with a strong research focus may transition to full-time research roles in academic or industry settings.
- Science Policy Analyst: Leveraging scientific knowledge and communication skills, some teachers move into roles influencing science policy.
Typical Biological Science Teachers, Postsecondary progression
- Tutors
- Biological Science Teachers, Postsecondary
- or Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary
Biological Science Teachers, Postsecondary job outlook and future demand
- Automation probability
- 0.132
- AI disruption risk
- Low
- Demand trend
- Stable
Job satisfaction as Biological Science Teachers, Postsecondary
- Overall satisfaction
- 7.2/10
- Meaning
- 8.5/10
- Work-life balance
- 7.5/10
- Prestige
- 7.5/10
- Social perception
- High
Where Biological Science Teachers, Postsecondary find community
Professional organisations
- American Society for Cell Biology (ASCB): A professional organization dedicated to advancing cell biology through research, education, and advocacy.
- Ecological Society of America (ESA): A professional organization promoting ecological science and its application to environmental problems.
Podcasts and media
- Nature: A leading international weekly journal of science publishing the finest peer-reviewed research in all fields of science and technology.
Reddit communities
- r/Professors: An online community for university and college professors to discuss issues related to academia and teaching.
Online communities
- ResearchGate: A social networking site for scientists and researchers to share papers, ask and answer questions, and find collaborators.
Questions people ask about Biological Science Teachers, Postsecondary
How much do Biological Science Teachers, Postsecondary earn?
Pay for Biological Science Teachers, Postsecondary starts around $98,000 at entry level, reaches $143,980 at the median and climbs to $194,500 for the most experienced.
What qualifications do Biological Science Teachers, Postsecondary need?
Most employers look for a Doctoral or Professional Degree, no licensing is required and reaching mid-career takes about 5-9 years.
Can Biological Science Teachers, Postsecondary work remotely?
The work happens on site.
What is the job outlook for Biological Science Teachers, Postsecondary?
Projections put employment growth at +7.3% through 2033, with demand rated Stable.
How exposed are Biological Science Teachers, Postsecondary to automation and AI?
This work carries a low risk of disruption from AI.
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